Making Connections with Kids through School Health

Presenters: Cynthia Cook, Carlynn Nichols and Crystal Palmer

June 19, 2015

Systems

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System

Definition noun:

•an assemblage or combination of things or parts forming a complex or unitary whole.

•a coordinated body of methods or a scheme or plan of procedure; organizational scheme.

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Solar System

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Respiratory System

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Nervous System

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Systems of Service Provision

Each Child Serving System is unique

•Policy

•Protocol

•Programming

•Staff Credentials

•Unique Culture

•Goals or Focus

Consider all of the parts that interconnect

together to make a system work properly

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Child Serving Systems

• Juvenile Justice – Community Safety• Public Health – Community Health and Wellness• Child Welfare - Child Well Being and Child

Safety• Schools – Educational Achievement• Behavioral/Mental Health – Emotional and

Mental Wellness and Well being • Primary Care – Physical Health Care• Community Centers – Community Well Being

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Child Serving System

Each System is focused on improving function of children AND we have differences in orientation, categorical funding, culture that challenges our ability to attending to the overall needs of children, youth and their families

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How do we get systems to create a system to serve children, youth and families?

Public Health

Schools Primary Care

Mental Health

Courts

Recreation/Community Centers

Churches

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Is student health the missing piece in School

Reform?

Former Surgeon GeneralDr. Antonia Novello

“Health and education go hand in hand: one cannot exist without the other. To believe any differently is to hamper progress. Just as our children have a right to receive the best education available, they have a right to be healthy. As parents, legislators, and educators, it is up to us to see that this becomes a reality.”

•Healthy Children Ready to Learn: An Essential Collaboration Between Health and

Education, 1992

American Cancer Society

“[Children] …who face violence, hunger, substance abuse, unintended pregnancy, and despair cannot possibly focus on academic excellence. There is no curriculum brilliant enough to compensate for a hungry stomach or a distracted mind.”

•National Action Plan for Comprehensive School Health Education, 1992.

Good Health is

Necessary for

Academic Success

• It is difficultfor students to be successful in school if they are:

• depressed

• tired

• being bullied

• stressed

• sick

• using alcohol or other drugs

• hungry

• abused

Systems

• A system is a group of independent but interrelated and interacting elements – individuals, institutions, and infrastructure that form a unified whole.

• Systems change attempts to make the environment favorable for an individual and/or group.

• A favorable change in the environment can promote voluntary and favorable changes in behavior.

– Nutrition Education: Linking Research, Theory, and Practice By Isobel R. Contento, 2011

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Systems Change

• Health and education often exist in silos, but they must work together to make needed changes

• Schools offer the perfect setting, but they can’t do it alone

• Schools are unique systems

• Systems change is long-term and takes time

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The Coordinated School Health (CSH) Model & The Whole School, Whole Community, Whole Child (WSCC) Model 

History

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Coordinated School Health

Family &CommunityInvolvement

PhysicalEducation

School Health

Services

Nutrition Services

Counseling, Psychological & Social Services

Comprehensive

SchoolHealth

Education

School-site Health

Promotion forStaff

HealthySchool

Environment

Coordinated School Health Goals

• Increase health knowledge, attitudes, and skills.

• Increase positive health behaviors and health outcomes.

• Improve education outcomes.

• Improve social outcomes.– http://www.cdc.gov/healthyyouth/cshp/goals.htm

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The WSCC Model

Combines and builds on elements of the traditional coordinated school health model and the whole child framework by:

– Responding to the call for greater alignment, integration, and collaboration between education and health to improve each child's cognitive, physical, social, and emotional development.

– Incorporating the components of a coordinated school health program around the tenets of a whole child approach to education.

– Providing a framework to address the symbiotic relationship between learning and health.

• http://www.ascd.org/programs/learning-and-health/wscc-model.aspx

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Whole Child Tenets

• Each student enters school healthy and learns about and practices a healthy lifestyle.

• Each student learns in an environment that is physically and emotionally safe for students and adults.

• Each student is actively engaged in learning and is connected to the school and broader community.

• Each student has access to personalized learning and is supported by qualified, caring adults.

• Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

– http://www.ascd.org/whole-child.aspx

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The WSCC Model

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Stages of System Change

• Maintenance of the Old System

• Awareness

• Exploration

• Transition

• Emergence of New Infrastructure

• Predominance of the New System– http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/The-Stages-of-

Systemic-Change.aspx ; Beverly L. Anderson.

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Key Elements to System Change

• Vision• Public and Political Support • Networking • Teaching and Learning Changes • Administrative Roles and

Responsibilities • Policy Alignment

The process is akin to remodeling a building while people are still using it; redesign and reconfiguration need to be carefully staged to keep the

building functional.– http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/The-Stages-of-

Systemic-Change.aspx; Beverly L. Anderson.

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The Old Model

Family &CommunityInvolvement

PhysicalEducation

School Health

Services

Nutrition Services

Counseling, Psychological & Social Services

Comprehensive

SchoolHealth

Education

School-site Health

Promotion forStaff

HealthySchool

Environment

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The New and Improved Model

What does this all mean?

ANSWER:

Healthy children make better students, and better students make healthy communities.

Systems of Care

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System of Care History

• 1978 President’s Commission on Mental Health

• Jane Knitzer’s Unclaimed Children: The Failure of Public Responsibility to Children and Adolescents in Need of Mental Health Services, published in 1982

• Child and Adolescent Service System Program in 1984

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Definition

www.systemsofcare/samsha.gov

Systems of care is not a program — it is a concept and

philosophy of how care should be delivered

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System of Care

System of Care is an approach to services

that recognizes the importance of family,

school and community, and seeks to

promote the full potential of every child

and youth by addressing their physical,

emotional, intellectual, cultural and social

needs.  

systemsofcare/samsha.gov 35

System of Care

Systems of care helps parents and

caregivers address the mental health

needs of their children and youth while

managing the demands of day-to-day

living. Adequately meeting these needs

requires multiple strategies and agencies.

systemsofcare/samsha.gov 36

www.systemsofcare/samsha.gov

System of Care

Families and youth work in partnership with public and private organizations to design

mental health services and supports that are effective, that build on the strengths of

individuals, and that address each person's cultural and linguistic needs.

A system of care helps children, youth and families function better at home, in school, in

the community and throughout life.

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Framework for System of Care

Stroul, B. & Friedman, R. (1986). A system of care for children and youth with severe emotional disturbances (rev. ed., p. 30) 38

Core Values

1. Family Driven and Youth Guided, with the needs of the child and family determining the types and mix of services and supports provided.

2. Community based, with the locus of services as well as

system management resting within a supportive, adaptive infrastructure of structures, processes, and relationships.

3. Culturally and Linguistically competent, with agencies, programs, and services that reflect the cultural, racial, ethnic and linguistic differences of the populations they serve to facilitate access to and utilization of appropriate services supports and eliminate disparities in care.

Stroul,B., Blau, G. and Friedman, R. (2010) Issue Brief: Updating the System of Care Concept and Philosophy. Washington DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for children’s Mental Health

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Guiding Principles

• A comprehensive array of services & supports

• Individualized services to meet the unique needs & potential guided by an individualized service plan

• Services in the least restrictive environment

• Family participation in ALL aspects of planning, service delivery, and evaluation

• Integrated services with coordinated planning across the child-serving systems.Modified from: Pires, 2007Modified from: Pires, 2007

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Guiding Principles Continued

• Case Management or service coordination with linkage between child-serving agencies and programs

• Prevention, early identification & intervention promoted by SOC to enhance positive outcomes

• Smooth transitions among agencies, providers, and to the adult service system

• Promote human rights protection & advocacy

• Nondiscrimination in access to servicesModified from: Pires, 2007Modified from: Pires, 2007

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Multiple Levels of a SOC

ServicesSupport, services, resources for families

CommunityCommunity collaboration and partner projects

GovernanceInteragency collaborative decision making

body

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Parent & Youth

Advisory Council

Human Services

Community Collaborative

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Key Elements

• A Collaborative Body • Interagency Collaboration• Memorandum of Understanding• Parent-Professional Partnerships• Youth Involvement/Voice• Evidence Based/Informed Practice• Clinical Excellence & Workforce Development• Cultural and Linguistic Competence• Access to Services• A Strategic Plan/Direction

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Critical Components

• Cross System Training

• Mechanism for Access to Services

• Collaboration

• Resource Sharing

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Systems Transformation Lessons

• Understanding systems within systems

• Respecting the goals and the roles all partners

• Interpersonal relationships

• Champions are mandatory

• Ongoing process of change

• Ongoing Evaluation

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References

• American Cancer Society. National Action Plan for Comprehensive School Health Education. Atlanta, GA: American Cancer Society; 1992:4-7.

• Anderson, B. L. (1993). The Stages of Systemic Change. Educational Leadership, 14-17.• ASCD. (2015, June 16). Learning and Health. Retrieved from ASCD:

http://www.ascd.org/programs/learning-and-health/wscc-model.aspx• ASCD. (2015, June 16). The Whole Child Initiative. Retrieved from ASCD:

http://www.ascd.org/whole-child.aspx• Centers for Disease Control and Prevention . (2015, June 16). Goals of Coordinated School

Health. Retrieved from Adolescent and School Health: http://www.cdc.gov/healthyyouth/cshp/goals.htm

• Contento, I. R. (2007). Nutrition Education: Linking Research, Theory, and Practice . Sudbury: Jones and Bartlett Publishers.

• Novello, A.C., Degraw, C., Kleinman, D. (1992). Healthy children ready to learn: An essential collaboration between health and education. Public Health Reports, 107 (1),3-15.

• Stroul,B. and Friedman, R. (1986). A System of Care for children and youth with Severe Emotional disturbances. (Revised Edition). Washington DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.

• Stroul,B., Blau, G. and Friedman, R. () Issue Brief: Updating the System of Care Concept and Philosophy. Washington DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for children’s Mental Health

• Pires, S. (Spring 2002). Building Systems of Care: A Primer. Washington DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for children’s Mental Health

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For more information contact:

Cynthia Cook, Ph. D.

Wayne RESA

Health Consultant

cookc@resa.net

313-334-1367

Carlynn Nichols, LMSW

The Children’s Center

Chief Clinical Officer

cnichols@thechildrenscenter.com

313-262-1193

Crystal Palmer, LMSW

Detroit Wayne Mental Health Authority

Director, Children’s Initiatives

cpalmer@dwmha.com

313-833-1996

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